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Author: O'Neal Anthony Mundle Publisher: ISBN: Category : Music Languages : en Pages : 548
Book Description
The purpose of this study was to assess the characteristics of music education in Jamaican public schools and to investigate possible inequalities in access to music education programs based on school level, school locale, and school enrollment. A questionnaire, gathering information on a broad range of educational factors related to the music programs and music teachers was sent to the 977 public schools in the country. Of the 320 schools that replied, 105 offered music programs. Follow-up interviews were conducted with 25 selected music teachers from schools with music programs. Schools were classified as elementary or secondary, rural or urban, and small or large. Music programs existed in approximately a third of public schools in Jamaica, mainly in secondary, urban, and large schools. Teachers in these groups were predominantly male and music specialists, while teachers in elementary, rural, and small schools were mainly classroom teachers, female, and had been teaching for significantly longer than their counterparts. Approximately 10% of teachers providing music instruction reported not having any formal training in music. Secondary, urban, and large schools had more choral programs and entered a higher number of pieces in competitions than their counterparts. Music examinations of the Caribbean Examination Council were done in only a few secondary schools and most students were successful. Respondents generally considered resources and facilities for music programs inadequate, and viewed colleagues, administration and parents as being supportive of music programs, but considered the national government to be unsupportive. Most teachers had not encountered students with disabilities in their music classes. This study is timely within the context of current initiatives in education in the country such as the Reform of Secondary Education program and the report by the Task Force on Educational Reform in Education. It is hoped that deficiencies will be addressed to continue the long tradition of a vibrant music culture in Jamaica, and to ensure access to high quality music programs for every child.
Author: O'Neal Anthony Mundle Publisher: ISBN: Category : Music Languages : en Pages : 548
Book Description
The purpose of this study was to assess the characteristics of music education in Jamaican public schools and to investigate possible inequalities in access to music education programs based on school level, school locale, and school enrollment. A questionnaire, gathering information on a broad range of educational factors related to the music programs and music teachers was sent to the 977 public schools in the country. Of the 320 schools that replied, 105 offered music programs. Follow-up interviews were conducted with 25 selected music teachers from schools with music programs. Schools were classified as elementary or secondary, rural or urban, and small or large. Music programs existed in approximately a third of public schools in Jamaica, mainly in secondary, urban, and large schools. Teachers in these groups were predominantly male and music specialists, while teachers in elementary, rural, and small schools were mainly classroom teachers, female, and had been teaching for significantly longer than their counterparts. Approximately 10% of teachers providing music instruction reported not having any formal training in music. Secondary, urban, and large schools had more choral programs and entered a higher number of pieces in competitions than their counterparts. Music examinations of the Caribbean Examination Council were done in only a few secondary schools and most students were successful. Respondents generally considered resources and facilities for music programs inadequate, and viewed colleagues, administration and parents as being supportive of music programs, but considered the national government to be unsupportive. Most teachers had not encountered students with disabilities in their music classes. This study is timely within the context of current initiatives in education in the country such as the Reform of Secondary Education program and the report by the Task Force on Educational Reform in Education. It is hoped that deficiencies will be addressed to continue the long tradition of a vibrant music culture in Jamaica, and to ensure access to high quality music programs for every child.
Author: Raymond Torres-Santos Publisher: Rowman & Littlefield ISBN: 1475833199 Category : Music Languages : en Pages : 293
Book Description
Music Education in the Caribbean and Latin America: A Comprehensive Guide, features music education from twenty of the most important Latin American countries and Caribbean islands. The islands and countries represented are: Central America: Costa Rica, El Salvador, Guatemala, México, Nicaragua and Panamá South America: Argentina, Brazil, Chile, Colombia, Ecuador, Perú, Uruguay and Venezuela Caribbean: Cuba, Dominican Republic, Jamaica, Puerto Rico and Trinidad and Tobago Each chapter will address some -or all- of the following aspects: the early days, music education in Roman Catholic education/convents, Protestant education, public school/music in the schools, cultural life, music in the community, teacher training, private teaching, conservatory and other institutions, music in university/higher education, instrumental and vocal music, festivals and competitions, teacher education and curriculum development, and professional organizations.
Author: Elizabeth Gould Publisher: Canadian Music Educators' Association ISBN: 0981203809 Category : Education Languages : en Pages : 389
Book Description
The twenty-seven contributors to this book are professors, teachers, and students representing all parts of Canada, as well as the USA, Brazil, Norway, Finland, and South Africa. They wrestle with the meaning and practice of social justice in and through music education.
Author: William N. Stringer Publisher: ISBN: 9780724140930 Category : Music Languages : en Pages : 105
Book Description
This project was commissioned to investigate ways in which schools can include the cultural activities and symbols of young people--musical interests in particular--in the design and implementation of a music curriculum. The resulting report is divided into three sections. First is a literature review that focuses on the musical interests of youth and on ways in which schools and school systems have catered to these interests. The second is devoted to a study of school programs that incorporate the music of youth to varying degrees. Seven "pen pictures" resulting from this investigation provide basic data for a synthesis of the characteristics of the programs, with particular reference to the emphasis on the music of youth and the factors that contribute to this development. The third section draws together findings from the two previous parts and sets forth a series of recommendations. These suggest further exploratory work that should be undertaken, some uses for the findings of this study in informing practitioners, ways to involve practitioners in a review of practice, and assistance for them in implementing programs that take young peoples' music seriously. (TE)
Author: Carol Frierson-Campbell Publisher: R & L Education ISBN: Category : Education Languages : en Pages : 262
Book Description
The change needed in urban music education not only relates to the idea that music should be at the center of the curriculum; rather, it is that culturally relevant music should be a creative force at the center of reform in urban education. Teaching Music in the Urban Classroom: A Guide to Leadership, Teacher Education, and Reform is the start of a national-level conversation aimed at making that goal a reality.
Author: O'Neal Anthony Mundle
Author: O'Neal Anthony Mundle
Author: Raymond Torres-Santos
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Author: 
Author: Elizabeth Gould
Author: William N. Stringer
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Author: Council for Research in Music Education
Author: Frank Abrahams
Author: Carol Frierson-Campbell